• Journal of the Korea Society of Computer and Information
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• v.11 no.3
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• pp.21-30
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• 2006

This study applies the cognitive apprenticeship theory a representative learning theory of constructivism. to design and create a web courseware for data device operator license. to enable research that begins with peripheral participation in Problem solving and ends with full participation and initiative, to act as a medium for assisting students in learning, to enable adaptation to actual situations through simulation studies, to allow aggressive interaction, and to help reinforce the level of data processing with regard to learning. The student was made to evaluate learning materials at real time for feedback on insufficient areas, to enable effective learning. The study was done by offering a web courseware without applying the cognitive apprenticeship theory and a web courseware with the cognitive apprenticeship theory, which was followed by an evaluation on study achievement level and learning behavior and then a survey was done after the evaluations. The results of this study were first, the learning group with web courseware applying cognitive apprenticeship theory showed more effect in improving learning achievement than the group with web courseware without the cognitive apprenticeship theory. Secondly, learning with web courseware applying cognitive apprenticeship theory was more effective for improving learning behavior.

• Journal of Convergence for Information Technology
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• v.8 no.1
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• pp.153-160
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• 2018

This study suggests the development and the application of cognitive apprenticeship to instructional design for the 'computer and presentation skill' among the liberal arts computer courses in H university. The purpose of this paper is to show effects of instructional design on learning of the liberal arts computer courses employing cognitive apprenticeship, and examine earner's satisfaction of instructional planning, lecture contents, and teaching methods, which are evaluation elements of the content evaluation area. As a result of the study, cognitive apprenticeship theory has improved the satisfaction of the lesson plan, lecture contents and teaching method. Therefore, this study has significance in that it recognizes that cognitive apprentice theory is effective for general computer class. It is expected that it will be applied to effective teaching methods of liberal arts computer related subjects in the future.

• Journal of the Korean earth science society
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• v.27 no.2
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• pp.140-148
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• 2006

This is a theoretical study of which the goal is to investigate the meaning of a participation metaphor (PM) for learning and draw its implication for teaching and learning science. The review of relevant literature reveals that the PM is associated with the view of learning as ongoing participation in sociocultural practices within a community, and that cognitive apprenticeship is an instructional model related closely to the PM. It is then suggested that a community of learners should be developed if science teaching and learning are to be implemented in line with the PM. Finally, the present study briefly introduces a high school science club as an exemplar of science learning community, including what should be considered in science education research.

• Journal of The Korean Association of Information Education
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• v.11 no.3
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• pp.359-369
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• 2007

Model-centered instruction which presents expert mental model before or during learning can facilitate and help novice learners' problem solving process. During six phases of cognitive apprenticeship model which is a method for applying model centered instruction theory, collaborative learning strategy can maximize articulation and reflection of novice learners. This article presents results of a study that investigated the effects of model-centered instruction and collaborative learning on the learning of instructional design process for pre-service teachers attending a computer education class at an education university.

• Proceedings of the Korea Contents Association Conference
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• 2019.05a
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• pp.261-262
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• 2019

이 연구의 목적은 국가중요무형문화재 제92호 '강선영류 태평무' 교육을 체계적으로 보완하여 보편적 학습설계를 위한 구성주의 관점의 인지적 도제 학습의 적용가능성을 모색하는 것이다. 이를 위하여 전통무용 교육전문가 10명을 선정하여 개방형 설문과 포커스 그룹 인터뷰 실시를 통해 의견을 수렴하였으며, 순환적 과정을 통해 모형 개발을 실행하고 형성적 순환에 중점을 두는 설계기반연구(DBR)를 수행하였다. 그 결과 전통적 도제에서의 교육적 한계점을 밝히고, 도제 원리의 특수성을 검토하여 구성주의 관점의 인지적 도제학습 관점에 기초한 한국 전통무용의 보편적 학습설계를 새롭게 개발하였다.

• Journal of the Korea Fashion and Costume Design Association
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• v.21 no.1
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• pp.115-129
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• 2019

This study aimed to develop methods for technical design education that can be intimately connected to the industrial field. For this, technical design jobs performed in the fields of the domestic and foreign fashion industries and their required competences were examined, and educational methods based on constructivism were proposed. Korean fashion technical designers' works were identified, and then the fashion technical designer's responsibilities and qualifications were collected and analyzed from global employment sites. On the basis of the collection and analysis, hands-on staff members and education experts were interviewed about required competences for the actual business and possible suitable methods for education. The results of research showed that in the case of the US, job systems and relevant duties for technical designers were clearly defined by clothing brands, whereas in Korea, businesses were systematized around vendors, not brands, and as a result the businesses of technical package composition and specification proposals were not performed properly. This study organized the contents of technical design education into fit development and specification, the composition of technical design packages, the evaluation and approval of samples, fit schedule management and fitting, block pattern setting and pattern correction, sewing specifications appropriate for styles and materials, grading, technical terms, and production management. As for the technical design education models, the cognitive apprenticeship model, resource-based learning, the problem-based and anchored model, and the problem-based and resource-based models were proposed.